The purpose of this study was to examine the following: (a) What is the nature of Kindergarten and First grade teachers’ beliefs and self-reported practices regarding early literacy learning and teaching?; (b) What is the relationship between Kindergarten and First grade teachers’ beliefs and self-reported early literacy teaching practices?; and (c) How do teachers’ educational backgrounds and professional development experiences explain the relationship between their beliefs and practices in early literacy learning and teaching? Three instruments were administered to the participants in this study. The Theoretical Orientation to Reading Profile (Deford, 1979), hereafter known as the TORP, was used to measure teachers’ pedagogical beliefs about the teaching and learning of reading. The Preschool Literacy Practices Checklist (Burgess, Lundgren, Lloyd, & Pianta, 2001), hereafter known as the PLPC, was used to measure teachers’ self-reported literacy instructional practices. A survey questionnaire I designed was used to obtain descriptive information about the participants in this study. Data were collected from forty-seven in-service Kindergarten and First grade teachers. The results of the TORP data from this study indicated that 6% of the participants represented the decoding perspective, 92% represented the skills perspective and 2% represented the wholistic perspective. Correlation scores from the PLPC regarding teachers’ beliefs and practices show there was no significant correlation between teachers’ beliefs and self-reported practices in the classroom. Additionally, the findings showed there is a relationship between teachers’ educational backgrounds and the reading literacy practices teachers view as important or essential in the early grades such as understanding the meaning of words, recognizing basic sight words, understanding concepts of print, and identifying the elements of a story.

This is a historical study of preschool nationally and partly internationally with a focus on elucidating the development of quality elements. The study will trace the beginnings of perkindergaten and how the programs have evolved to their current state. The study contains a look at the current state of prekindergarten programs within the United States and how the differing states are measuring their programs. The use of the word quality is examined as it relates to how programs are designed and implemented. The study will also examine several different states that have been acknowledged as the front runners in prekindergarten education services. The international perspective includes at look at several different countries and how they have implemented their early childhood programs. This is section looks at some of their standards for their programs and the requirements for their teachers. The final part of the study draws conclusions as to how to best proceed when making polices for prekindergarten programs in the United States taking into account the many perspectives.

ABSTRACT STANDARDS-BASED INSTRUCTION: A CASE STUDY OF A COLLEGE ALGEBRA TEACHER by Anthonia Ekwuocha The lecture method has dominated undergraduate mathematics education (Bergsten, 2007). The lecture method promotes passive learning instead of active learning among students, thus contributing to attrition in undergraduate mathematics. Standards-based instruction has been found to be effective in reducing students’ attrition in undergraduate mathematics (Ellington, 2005). College algebra is gatekeeper for higher undergraduate mathematics courses (Thiel, Peterman & Brown, 2008). Research indicates that if college algebra is taught with standards-based teaching strategies, it will help reduce students’ attrition and encourage more students to take higher level mathematics courses (Burmeister, Kenney, & Nice, 1996). Standards-based instructional strategies include but are not limited to real life applications, cooperative learning, proper use of technology, implementation of writing, multiple approaches, connection with other experiences, and experiential teaching (American Mathematical Association of Two-Year Colleges (AMATYC), 2006). Despite all effort to improve undergraduate mathematics instruction, there are still limited empirical studies on standards-based instruction in college algebra. Research in undergraduate mathematics education is a new field of study (Brown & Murphy, 2000). Research reported that overall students’ attrition in college algebra could be as high as 41% in a community college (Owens, 2003). This high attrition rate in college algebra may impact students’ continuation in higher mathematics courses and their interest in the field of mathematics. As a result more research efforts must be focused on ways to improve college algebra instruction. Thus, the purpose of this study was to explore the teaching practices of a college algebra teacher who adopts standards-based techniques in his classroom. The research questions that guided the study were: What teaching practices are used in the mathematics classroom of a college algebra teacher? How are the teaching practices of the teacher aligned with the characteristics of standards-based instruction? The participant of the study was a college algebra teacher who was identified as a standards-based teacher. The teaching practices of the teacher were analyzed and presented using a qualitative single case study method. Data were collected from interviews with the teacher, classroom observations, and artifacts. The research project was drawn from the frameworks of culturally relevant pedagogy theory, symbolic interaction theory, experiential teaching theory, and standards-based instruction. Analysis of the data showed that the teaching practices of the participant were mathematical communication, proper use of technology in instruction and assessment, building mathematical connections, multiple representations, motivating students to learn mathematics, and repetition of key terms. The teaching practices aligned with the characteristics of standards-based instruction. Findings from the study suggest that standards-based instruction strategies should be used in undergraduate mathematics education, especially in teaching college algebra to alleviate some of the problems. Moreover, university administrators at college level should organize workshops and professional development about standards-based instruction strategies for their teachers.

A goal of Natural Sciences education is to ensure that learners become scientifically literate. Scientific literacy refers to learners‟ ability to solve problems that relate to policies and practices that affect the natural world. To achieve this goal, teachers need to ensure that their learners become effective problem solvers. This study explored the nature of teaching and assessment practices for the development of the problem solving skills of Gr 9 Natural Sciences learners and makes recommendations to support teachers in this regard. Quantitative, descriptive, survey research was conducted, by means of a structured questionnaire, with Gr 9 Natural Sciences teachers in the Sedibeng West District (D8) of Gauteng, South Africa. The findings of the study show there is a need for improving teaching and assessment practices for the development of the problem solving skills of Gr 9 Natural Sciences learners. Scientific Inquiry is a process known to develop the problem solving skills of learners. This process requires that learners employ critical and creative thinking as well as Science process skills as they make observations, pose questions, perform research and support the process with experimental evidence obtained from a Scientific Investigation as they search for solutions to problems. Although teachers acknowledge that Scientific Inquiry assists in developing the problem solving skills of learners they appear to have a limited view of the implementation thereof. Instead of using Scientific Inquiry to help learners build scientific theories and models when addressing problems, teachers‟ appear to favour the traditional Scientific Method. This method supports the notion that “doing Science means doing experiments” and problem solving becomes reduced to a sequence of steps performed to reinforce Natural Sciences concept and content objectives. Other problems associated with the implementation of Scientific Inquiry include limited classroom discussions surrounding Scientific Investigations as well as teachers favouring demonstrations instead of learners performing their own Scientific Investigations. Also, resources for Scientific Investigations appear to be in short supply and teachers experience difficulty in managing large class sizes during Scientific Investigations. Gr 9 Natural Sciences teachers invest time and effort in their learners‟ development and show dedication to the task of imparting their Natural Sciences knowledge and skills to their learners. If such teachers were to align their teaching and assessment practices with the process of Scientific Inquiry then a high degree of success would be achieved in developing the problem solving skills of Gr 9 Natural Sciences learners. / MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2013

本研究旨在探討用溝通式教學法所編寫之教科書對高中英文教師教學實務之影響，並試圖了解高中英文教師教學實務是否符合教育部頒布的高中英文教學要領。 本研究以問卷調查方式進行，對象為大高雄地區(高雄縣市)21所高中的254位高中英文教師，共計回收問卷205份，回收率為80.7%。問卷內容改編自Littlewood (1981)溝通模式及教育部頒布的高中英文教學要領。 本研究主要結果摘要如下： 1. 部份符合溝通式教學法的項目為授課語言、文法教學、課堂時間分配及溝通式活動等四項。 2. 多數高中老師花最多課堂時間在講授課程，練習活動次之，最少時間於英文說寫活動。 3. 多數高中老師的課堂活動主要為溝通前之練習，而非溝通式活動。 4. 老師的教學實務包括聽力、口說、閱讀及寫作較符合溝通式教學法之精神。 5. 和男性教師相較之下，女性教師的教學較符合高中英文教學要領且和溝通式教學法有正相關。此外，和未修過TESOL教師相較之下，修過TESOL之教師的教學也和溝通式教學法有正相關。 根據問卷調查結果，本研究最後提供相關建議以供參考。 / The major purpose of this study is to know how English teachers conduct teaching activities concerning four skills in their classes with CLT-based textbooks. In spite of the popularity and prevalence of CLT approach, it is by no means applied and practiced without any impediments or constraints. In actual teaching practice, there exist a variety of differences for senior high school English teachers when conducting teaching activities with CLT-based textbooks. In this study, the focus will be on senior high school English teachers’ teaching practices with CLT-based textbooks in greater Kaohsiung area. In addition, the consistency of teachers’ classroom practices and the Instruction Guidelines is examined as well. The 254 participants selected in this study were English teachers from 21 different senior high schools in greater Kaohsiung area. 205 questionnaires were collected from the targeted 254 respondents, yielding a return rate of 80.7%. The questions in the questionnaires were mainly adapted from the communicativeness model of Littlewood (1981) and the Instruction Guidelines issued by the Ministry of Education. The major findings are summarized as follows: 1. Instruction language, grammar teaching, classroom time for PPP and the communicativeness of activities conformed only partially to the creed of CLT. 2. Senior high school English teachers spent most of the classroom time for presentation, less time for practice, and least time for production. 3. Most teachers’ classroom activities were mainly pre-communicative activities, instead of communicative ones. 4. Teachers’ teaching practices, including listening, speaking, reading and writing, are consistent with the core of CLT. 5. Female senior high school teachers conform more to the Instruction Guidelines and correlated more positively in classroom practices than male teachers. Besides gender, teachers who had taken TESOL-related courses before correlated more positively in classroom practices than those who did not. Based on the findings, some suggestions have been made for pedagogical implications and further studies. The limitations of the study are mentioned as well.

Submitted by Timbo Noeme (noeme.timbo@metodista.br) on 2016-08-08T19:09:31Z No. of bitstreams: 1 TeresaFabrete.pdf: 1812675 bytes, checksum: d70dd9ba87abee941eb16e111d403b37 (MD5) / Made available in DSpace on 2016-08-08T19:09:31Z (GMT). No. of bitstreams: 1 TeresaFabrete.pdf: 1812675 bytes, checksum: d70dd9ba87abee941eb16e111d403b37 (MD5) Previous issue date: 2015-12-02 / The companies which crave ensure and improve their position within an increasingly competitive market, need to be always updated and in constant evolution. In their continuous pursuit for evolution, they invest in Research & Development (R&D) projects and in its human capital to promote creativity and organizational innovation. People have a fundamental role in the development of innovation, but for it to flourish constantly it’s needed commitment and creativity to generate ideas. Creativity is to think the new; innovation is making things happen. However, find people with these qualities is not always an easy task and it is often necessary to encourage these skills and characteristics, in them, in order to become effectively creative. The graduation programs, can be an important tool for development of these aspects, characteristics and abilities, using teaching methods and practices that will assist in the development of creativity, because the teaching-learning environment is important in people’s development. The objective of this study is to identify which factors have the greater push, on the creativity’s development, in an undergraduate administration program, analyzing the influence of teachers’ pedagogical practices and the student’s internal barriers. The theoretical framework is main based on the work of Alencar, Fleith, Torrance and Wechsler. A cross-sectional survey This study has a quantitative approach, using as target audience the students of a management university course in São Paulo, whom has answered 465 compounds questionnaires we’ve used three questionnaires scales. For teaching practices was adapted from Educational Practice in relation to Creativity. For internal barriers was adapted scale of Personal Creativity Barriers. For the analysis of the perception of creativity development was adapted, built and checked a scale based on the framework of characteristics of a creative person. The descriptive and exploratory factorial statistical analyzes were performed using the Statistical Package for software Social Sciences (SPSS), while the factor confirmatory analysis to the context under study for measurement of the influence of pedagogical practices and internal barriers on the factors influencing the perception of creativity development were performed with analysis by structural equation modeling using the algorithm Partial Least Squares (PLS), the Smart PLS 2.0 software. The results showed the pedagogical practices and the internal barriers of the students explain 40% of the creative development of perception, and the pedagogical practices that most influence. The survey also pointed out that the type of issue and period in which the student is enrolled have no influence on any of the three constructs, only the teacher influences the pedagogical practices. / As empresas que almejam garantir e melhorar sua posição dentro de em um mercado cada vez mais competitivo precisam estar sempre atualizadas e em constante evolução. Na busca contínua por essa evolução, investem em projetos de Pesquisa & Desenvolvimento (P&D) e em seu capital humano para promover a criatividade e a inovação organizacional. As pessoas têm papel fundamental no desenvolvimento da inovação, mas para que isso possa florescer de forma constante é preciso comprometimento e criatividade para a geração de ideias. Criatividade é pensar o novo; inovação é fazer acontecer. Porém, encontrar pessoas com essas qualidades nem sempre é tarefa fácil e muitas vezes é preciso estimular essas habilidades e características para que se tornem efetivamente criativas. Os cursos de graduação podem ser uma importante ferramenta para trabalhar esses aspectos, características e habilidades, usando métodos e práticas de ensino que auxiliem no desenvolvimento da criatividade, pois o ambiente ensino-aprendizagem pesa significativamente na formação das pessoas. O objetivo deste estudo é de identificar quais fatores têm maior influência sobre o desenvolvimento da criatividade em um curso de graduação em administração, analisando a influência das práticas pedagógicas dos docentes e as barreiras internas dos discentes. O referencial teórico se baseia principalmente nos trabalhos de Alencar, Fleith, Torrance e Wechsler. A pesquisa transversal de abordagem quantitativa teve como público-alvo os alunos do curso de Administração de uma universidade confessional da Grande São Paulo, que responderam 465 questionários compostos de três escalas. Para as práticas docentes foi adaptada a escala de Práticas Docentes em relação à Criatividade. Para as barreiras internas foi adaptada a escala de Barreiras da Criatividade Pessoal. Para a análise da percepção do desenvolvimento da criatividade foi construída e validada uma escala baseada no referencial de características de uma pessoa criativa. As análises estatísticas descritivas e fatoriais exploratórias foram realizadas no software Statistical Package for the Social Sciences (SPSS), enquanto as análises fatoriais confirmatórias e a mensuração da influência das práticas pedagógicas e das barreiras internas sobre a percepção do desenvolvimento da criatividade foram realizadas por modelagem de equação estrutural utilizando o algoritmo Partial Least Squares (PLS), no software Smart PLS 2.0. Os resultados apontaram que as práticas pedagógicas e as barreiras internas dos discentes explicam 40% da percepção de desenvolvimento da criatividade, sendo as práticas pedagógicas que exercem maior influencia. A pesquisa também apontou que o tipo de temática e o período em que o aluno está cursando não têm influência sobre nenhum dos três construtos, somente o professor influencia as práticas pedagógicas.

Submitted by Timbo Noeme (noeme.timbo@metodista.br) on 2016-08-08T19:29:29Z No. of bitstreams: 1 Rogerio Ambrosio2.pdf: 1668585 bytes, checksum: cb0c1cd04de06e9546f2eea472687311 (MD5) / Made available in DSpace on 2016-08-08T19:29:29Z (GMT). No. of bitstreams: 1 Rogerio Ambrosio2.pdf: 1668585 bytes, checksum: cb0c1cd04de06e9546f2eea472687311 (MD5) Previous issue date: 2015-12-16 / The companies which crave ensure and improve their position within an increasingly competitive market, need to be always updated and in constant evolution. In their continuous pursuit for evolution, they invest in Research & Development (R&D) projects and in its human capital to promote creativity and organizational innovation. People have a fundamental role in the development of innovation, but for it to flourish constantly it’s needed commitment and creativity to generate ideas. Creativity is to think the new; innovation is making things happen. However, find people with these qualities is not always an easy task and it is often necessary to encourage these skills and characteristics, in them, in order to become effectively creative. The graduation programs, can be an important tool for development of these aspects, characteristics and abilities, using teaching methods and practices that will assist in the development of creativity, because the teaching-learning environment is important in people’s development. The objective of this study is to identify which factors have the greater push, on the creativity’s development, in an undergraduate administration program, analyzing the influence of teachers’ pedagogical practices and the student’s internal barriers. The theoretical framework is main based on the work of Alencar, Fleith, Torrance and Wechsler. A cross-sectional survey This study has a quantitative approach, using as target audience the students of a management university course in São Paulo, whom has answered 465 compounds questionnaires we’ve used three questionnaires scales. For teaching practices was adapted from Educational Practice in relation to Creativity. For internal barriers was adapted scale of Personal Creativity Barriers. For the analysis of the perception of creativity development was adapted, built and checked a scale based on the framework of characteristics of a creative person. The descriptive and exploratory factorial statistical analyzes were performed using the Statistical Package for software Social Sciences (SPSS), while the factor confirmatory analysis to the context under study for measurement of the influence of pedagogical practices and internal barriers on the factors influencing the perception of creativity development were performed with analysis by structural equation modeling using the algorithm Partial Least Squares (PLS), the Smart PLS 2.0 software. The results showed the pedagogical practices and the internal barriers of the students explain 40% of the creative development of perception, and the pedagogical practices that most influence. The survey also pointed out that the type of issue and period in which the student is enrolled have no influence on any of the three constructs, only the teacher influences the pedagogical practices. / As empresas que almejam garantir e melhorar sua posição dentro de em um mercado cada vez mais competitivo precisam estar sempre atualizadas e em constante evolução. Na busca contínua por essa evolução, investem em projetos de Pesquisa & Desenvolvimento (P&D) e em seu capital humano para promover a criatividade e a inovação organizacional. As pessoas têm papel fundamental no desenvolvimento da inovação, mas para que isso possa florescer de forma constante é preciso comprometimento e criatividade para a geração de ideias. Criatividade é pensar o novo; inovação é fazer acontecer. Porém, encontrar pessoas com essas qualidades nem sempre é tarefa fácil e muitas vezes é preciso estimular essas habilidades e características para que se tornem efetivamente criativas. Os cursos de graduação podem ser uma importante ferramenta para trabalhar esses aspectos, características e habilidades, usando métodos e práticas de ensino que auxiliem no desenvolvimento da criatividade, pois o ambiente ensino-aprendizagem pesa significativamente na formação das pessoas. O objetivo deste estudo é de identificar quais fatores têm maior influência sobre o desenvolvimento da criatividade em um curso de graduação em administração, analisando a influência das práticas pedagógicas dos docentes e as barreiras internas dos discentes. O referencial teórico se baseia principalmente nos trabalhos de Alencar, Fleith, Torrance e Wechsler. A pesquisa transversal de abordagem quantitativa teve como público-alvo os alunos do curso de Administração de uma universidade confessional da Grande São Paulo, que responderam 465 questionários compostos de três escalas. Para as práticas docentes foi adaptada a escala de Práticas Docentes em relação à Criatividade. Para as barreiras internas foi adaptada a escala de Barreiras da Criatividade Pessoal. Para a análise da percepção do desenvolvimento da criatividade foi construída e validada uma escala baseada no referencial de características de uma pessoa criativa. As análises estatísticas descritivas e fatoriais exploratórias foram realizadas no software Statistical Package for the Social Sciences (SPSS), enquanto as análises fatoriais confirmatórias e a mensuração da influência das práticas pedagógicas e das barreiras internas sobre a percepção do desenvolvimento da criatividade foram realizadas por modelagem de equação estrutural utilizando o algoritmo Partial Least Squares (PLS), no software Smart PLS 2.0. Os resultados apontaram que as práticas pedagógicas e as barreiras internas dos discentes explicam 40% da percepção de desenvolvimento da criatividade, sendo as práticas pedagógicas que exercem maior influencia. A pesquisa também apontou que o tipo de temática e o período em que o aluno está cursando não têm influência sobre nenhum dos três construtos, somente o professor influencia as práticas pedagógicas.

Resumo: A literatura tem indicado que o ensino tem maior significado quando se parte de temas presentes na realidade do aluno. No entanto, um fato pode fazer parte do cotidiano e não se tornar ponto de partida para o ensino, mesmo sendo importante. Diante disso, esta pesquisa buscou investigar como quatro escolas públicas de uma região contaminada por chumbo trabalhavam esta temática. Nestas escolas encontravam-se matriculadas mais de 300 crianças com histórico de contaminação por este metal, e as demais, em condições de exposição, por morarem em uma área de risco no interior paulista. Considerou-se portanto que a temática fazia parte da realidade desta população. De modo geral, verificou-se que, temas factuais podem ser ponto de partida para o ensino, desde que o professor esteja capacitado para lidar com estratégias e conteúdos envolvidos. Do contrário, será necessário capacitá-lo. O tema da contaminação por chumbo, apesar da relevância, sem a capacitação docente, correria o risco de não ser abordado pela escola. O apoio dos órgãos governamentais, foi e será importante para promover condições para formação permanente de professores, partindo de suas necessidades. / Abstract: Literature has indicated that teaching has greater significance when it comes from the studentþs reality. However, a fact can be part of the daily life and not become a starting point for teaching, even being very important. Before this, this research tries to investigate how four public schools of a region contaminated by lead worked this subject. In these schools more than 300 children were registered with description of contamination by this metal, and the others in conditions of exposition to the metal for living in a risk area in São Paulo interior. It was considered, therefore, that the subject - contamination by lead - was part of this populationþs reality. The subject of contamination by lead, although relevant, without the teachersþ qualification, runs the risk of not being adopted by the school. The support of the governmental bodies was and will always be important to promote conditions for permanent qualification of teachers, starting from their necessities. / Orientador: Ana Maria Lombardi Daibem / Coorientador: Olga Maria Piazentim Rolim Rodrigues / Banca: Vera Lúcia Messias Fialho Capellini / Banca: Marília de Freitas Campos Tozoni Reis / Mestre

The problem of this study was to ascertain (a) the teaching practices of medical-surgical nursing teachers in the clinical laboratory of baccalaureate nursing schools in the State of Texas, and (b) some variables possibly associated with these practices.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2017-04-03T15:16:43Z No. of bitstreams: 2 ELEMENTOS PRE TEXTUAIS (2) última versão.pdf: 226009 bytes, checksum: 7695152666bbbf5c314d398b65034c19 (MD5) INTRODUÇÃO ÚLTIMA VERSÃO.pdf: 1578440 bytes, checksum: 49aed6f99ca45e10f400907c7c441235 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-04-04T18:57:50Z (GMT) No. of bitstreams: 2 ELEMENTOS PRE TEXTUAIS (2) última versão.pdf: 226009 bytes, checksum: 7695152666bbbf5c314d398b65034c19 (MD5) INTRODUÇÃO ÚLTIMA VERSÃO.pdf: 1578440 bytes, checksum: 49aed6f99ca45e10f400907c7c441235 (MD5) / Made available in DSpace on 2017-04-04T18:57:50Z (GMT). No. of bitstreams: 2 ELEMENTOS PRE TEXTUAIS (2) última versão.pdf: 226009 bytes, checksum: 7695152666bbbf5c314d398b65034c19 (MD5) INTRODUÇÃO ÚLTIMA VERSÃO.pdf: 1578440 bytes, checksum: 49aed6f99ca45e10f400907c7c441235 (MD5) / Esta pesquisa teve como objetivo compreender como os professores da Educação Profissional e Tecnológica (EPT) que lecionam em cursos técnicos orientados pelo Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC),recontextualizam o texto político do PRONATEC e constroem seu discurso pedagógico. Para isso, foi adotado como metodologia a pesquisa bibliográfica sobre os conceitos de Recontextualização, Saberes Profissionais e Discurso, utilizou-se também a pesquisa de campo de inspiração etnográfica e entrevistas individuais. Ademais, houve uma breve retrospectiva da educação profissional, com intuito de mostrar as diferenças que ocorreram ao longo do tempo nessa área e as políticas públicas adotadas para a EPT dos anos de 2004 a 2011. Assim, foi apresentado os conceitos das categorias principais do trabalho, a fim de nortear a discussão dos dados colhidos nas entrevistas realizadas com os professores. A pesquisa revelou que as implantações de programas específicos para a educação não partem da realidade sobre o que realmente ocorre no campo recontextualizador que é a sala de aula, além de não considerar a cultura profissional das instituições de ensino. Contudo, a partir do discurso pedagógico dos professores, foi possível perceber que os mesmos não apenas traduzem textos políticos como também são interpretes de tais textos, recontextualizando tais determinações. / ABSTRACT Swap to PortugueseThis research aimed at understanding how teachers of Vocational and Technological Education (EPT) who teach in technical courses guided by the National Program for Access to Technical Education and Employment (PRONATEC), recontextualize political text PRONATEC and build their pedagogical discourse. For this, it adopted as methodology the bibliographical research on the concepts of Recontextualizing, Knowledge and Professional Speech, also used the ethnographic inspiration of field research and personal interviews. In addition, there was a retrospective of education soon, aiming to show the differences that occurred over time in this area and public policies adopted for the EPT the years 2004 to 2011. Thus was presented the concepts of the major categories of work in order to guide the discussion of the data collected in interviews with teachers. The survey revealed that the specific programs deployments to education does not start from the reality of what actually occurs in recontextualizador field is the classroom, and not consider the professional culture of educational institutions. However, from the educational discourse of teachers, it was revealed that they not only translate political texts they are also interpreters of such texts, recontextualizer such determinations.